Music
Curriculum INTENT
To teach our students that music is a subject for all and all students can make progress from their individual starting points. All students deserve a broad and ambitious music curriculum, rich in creative skills and knowledge, which ignites curiosity and prepares them well for future learning or employment. Enhancing cultural capital by introducing students to a range of musical genres from across the World promoting enjoyment and appreciation from a diverse range of cultures.
We strive to produce independent and resilient musicians and learners.
Curriculum End Points
KS3 Domains of Knowledge
Theory - Students will have a good understanding of the treble and bass clef. Students will be able to recall the 4 Instrumental families and identify instruments from each. Students will be able to name and describe the Dimensions of music. Students will know facts and be able to state key features from a wide range of musical genres. Students will develop their knowledge and experience of different musical cultures over time and across the world.
Listening - Students will be able to identify and notate simple melodies using graph notation. Students will be able to identify the 4 Instrumental families within a piece of music. Students will start to develop the skills to analysis music using the dimensions. Students will be able to recognise a wide range of musical genres upon listening to it.
Performing - Students will be able to use rehearsal time effectively to improve the accuracy of pitch, rhythm and fluency. Students will be able to play simple melodies on the keyboard. Students will be able to play using two hands, melody/bass line and chords on the keyboard. Student will be able to play a simple melody and chords on the Ukulele accurately and fluently. Students will be able to perform pieces of music on the keyboard from a range of musical genres:
Composing - Students will be able to compose simple melodies on the keyboard. Students will be able to arrange a musical ideas with thought to structure. Students will be able to plan and arrange their performances with thought to structure and rhythmic chord development.
KS3 Domains of Knowledge
Theory & Listening - Students will have a good understanding of notation including chord symbols, note editors on music software and melodic lines on the treble clef staff. Students will be able to complete thorough song analysis using the dimensions of music. Students will know the 4 instrumental families, the roles of different instruments within a piece of music and playing techniques used on different instruments. Students will have a good knowledge of different Musical Eras/genres. Students will have the knowledge and understanding of musical techniques used in a range of styles and genres
Performing - Students will be able to perform a music accurately, fluently and stylistically on their chosen instrument. Students will be able to perform as part of an ensemble with thought to timing and expression. They will have an understanding of the role of their instrument and play sensitively with the other parts. Students will understand how to make their performance expressive with use of the dimensions of music. They will be able to audit their skills and make SMART targets in order to develop and improve.
Composing - Students will be able to compose music in different genres. Students will be able to audit their composing skills and make SMART targets in develop and improve. Students will be able to compose using computer software - Cubase they will be able to respond to a music brief to create, perform or produce music. They will be reflective practitioners with the ability to evaluate and review their work and use this for development of skills and techniques that allow them to think about the development of their idea from the initial plan to the final musical product.
KS3 Curriculum Map
Curriculum in Year 7
In year 7 students will study music whilst developing their listening, performing and composing skills. Students will learn about the dimensions of music and they will learn to identify them whilst completing listening tasks on Dixieland Music, Gamelan Music and Pop Ukulele. Students will build their confidence on musical instruments including the keyboard, ukulele, percussion and singing. They will get the opportunity to be creative and compose musical ideas within the genre they are studying.
How we assess:
| Rotation 1 | Rotation 2 | |
| Overview |
Dixieland Music Baseline Test Listening skills - Assessments on Dixieland Music Keyword Test Final assessment - The Fluency of a performance on the keyboard with thought to tempo and using the correct fingers.
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Gamelan Music Listening skills - Assessments on Gamelan Music Keyword Test Final assessment - The Fluency of a layered performance on the keyboard with thought to the structure and improvisation skills. Pop with Ukulele Listening task on Ukulele pieces Keyword Test Final assessment - Fluency of chord changes on the Ukulele |
| Content |
Dimensions of Music: Pitch, Rhythm, Tempo Instruments of the orchestra
Keyboard Skills: 'Oh When the Saints' learning Notes on the keyboard Treble clef Stave Correct finger positions Extension task - Left hand chords |
Dimensions of Music: Dynamics, Texture, Structure, Improvisation Music history of music form Indonesia
Keyboard Skills: Notes on the keyboard Treble clef Stave
Ukulele Skills: Chords - Strumming and Picking |
How can parents help?
- Where possible encourage students to play/practise musical instruments at home
- Encourage students to listen to a wide variety of music
- Encourage students to complete homework tasks and revise subject specific terminology
- Encourage students to attend extra-curricular clubs to support their development
Curriculum in Year 8
In year 8 students will study music whilst developing their listening, performing and composing skills. Students will learn about the dimensions of music and they will learn to identify them whilst completing listening tasks on Baroque Music, Indie Music and Pop Ukulele. Students will build their confidence on musical instruments including the keyboard, ukulele, percussion and singing. They will get the opportunity to be creative and compose musical ideas within the genre they are studying.
How we assess:
| Rotation 1 | Rotation 2 | |
| Overview |
Baroque Music Baseline Test Listening skills - Assessments on Music from the era. Keyword Test Final assessment - The Fluency of a performance of Pachelbel's Canon on the keyboard with thought to tempo -Bass line and Chords. Extension Tasks - Variations |
Indie Music Listening skills - Assessments on Indie Music. Keyword Test Final assessment - The Fluency of a performance of 'Boulevard of Broken Dreams' on the keyboard with thought to tempo -Bass line and Chords. Extension Tasks - Sing and Play Pop Ukulele Listening skills - Assessments on Pop Music. Final assessment - Fluency of a pop song performance with good/steady chord changes on the Ukulele. |
| Content |
Dimensions of Music: Tempo, Texture, Timbre Instruments of the Baroque orchestra Musical Eras/Timeline
Keyboard Skills: 'Pachelbel's Canon' Learning Notes on the keyboard Bass clef Stave Left hand bass line Right Hand Chords Extension task - Melodic composition to create variations |
Dimensions of Music: Instrumentation, Texture, Dynamics Instruments in a Band Fingerprints of Indie music and how it developed
Keyboard Skills: 'Boulevard of Broken Dreams' Learning the black Notes on the keyboard Reading Chord symbols Left hand bass line Right Hand Chords Extension task - Sing and Play |
How can parents help?
- Where possible encourage students to play/practise musical instruments at home
- Encourage students to listen to a wide variety of music
- Encourage students to complete homework tasks and revise subject specific terminology
- Encourage students to attend extra-curricular clubs to support their development
Curriculum in Year 9
In year 9 students will study music whilst developing their listening, performing and composing skills. Students will learn about the dimensions of music and they will learn to identify them whilst completing listening tasks on Rock and Roll, Musical Genres including R&B, EDM, Reggae and Rock. Students will build their confidence on musical instruments including the keyboard, ukulele, percussion and singing. They will get the opportunity to be creative and compose musical ideas within the genre they are studying.
How we assess:
| Rotation 1 | Rotation 2 | |
| Overview |
Rock and Roll Baseline Test Listening skills - Assessments on Rock and Roll Music. Keyword Test Final assessment - The Fluency of a performance on the keyboard with thought to tempo and using the correct fingers. |
Musical Genres Listening skills - Assessments on different musical genres Keyword Test Final assessment - A performance of a song from one of the four genres. Students can choose to perform a solo or duet. They can choose the instrument from keyboard, vocals, drum kit. |
| Content |
Dimensions of Music: Pitch, Rhythm, Tempo, Chords, Walking Bass Lines
Keyboard Skills: '12 Bar Blues' Walking Bass Line. Correct finger positions for the left hand. Extension task - Left hand chords right hand improvisation. |
Dimensions of Music: Melody, Timbre, Electronic Instruments, Tempo / BPM Rhythm - Syncopation Keyboard Skills: To perform music from different genres
Learning about the Fingerprints of R&B / EDM / Reggae / Rock music and how they sound and developed.
Syncopated melody lines Extension task - Sing and Play |
How can parents help?
- Where possible encourage students to play/practise musical instruments at home
- Encourage students to listen to a wide variety of music
- Encourage students to complete homework tasks and revise subject specific terminology
- Encourage students to attend extra-curricular clubs to support their development
KS4 Curriculum
Subject Leader
Mrs Rothwell
Exam Board - Pearson Edexcel
At KS4 students can choose music as an option and will build on their knowledge and gain more depth of understanding. Students will receive four lessons a fortnight in year 10 and 5 lessons a fortnight in year 11. Students will specialise on a musical instrument of their choice and they will learn rehearsal techniques that will help them develop their skills and understand how to make the best possible progress. As well as working on their solo performance skills students will develop their ensemble skills. The students will learn how to create their own musical ideas including melodic lines, chord sequences, drum tracks and manipulate sound using Cubase sequencing software to create their own compositions and develop their music production skills along the way..
Year 10
Component 1: Exploring Music Products and Styles
Students will explore the techniques used in the creation of different musical products and investigate the key features of different musical styles. They will demonstrate an understanding of styles of music and apply understanding of the use of techniques to create music.
Through focused listening and music-making activities, students will explore a variety of musical styles and understand the key features of different styles of music and their use of musical elements. Students will investigate and experiment with how music from a variety of styles is performed, created and produced in order to produce their own products.
Year 11
Component 2: Music Skills Development
Students will have the opportunity to develop two musical disciplines through engagement in practical tasks, while documenting their progress and planning for further improvement. They will explore professional techniques for musicians and look at how musicians share their music with others. They will learn to use a variety of methods of evidencing processes and outcomes and communicating skills development.
Students will participate in workshops and sessions to identify and develop musical skills and techniques in the following three disciplines:
- Music performance
- Creating original music
- Music production.
Component 3: Responding to a Music Brief
This component is 40% of the course and is externally assessed. Students will be given the opportunity to develop and present music in response to a given music brief.
How we assess:
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Autumn Term Year 10 |
Spring Term Year 10 |
Summer Term Year 10 |
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Overview |
Baseline assessments in theory, solo performance, composition task and Musical Knowledge Component 1 Preparation |
Component 1 - Exploring Music Products and Styles 30% of the course and is internally assessed. |
Component 2 and Component 3 preparation |
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Content |
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Autumn Term Year 11 |
Spring Term Year 11 |
Summer Term Year 11 |
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Overview |
Component 2
30% of the course and is internally assessed. |
External Examination 40% of the course and is externally assessed 30 hours Task 1 – Planning Task 2 – Composing/arranging and rehearsing. |
External Examination Exam Live performance.
Task 3 - Evaluation |
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Content |
1. Music performance 2. Creating original music 3. Music production. |
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Students will understand how to respond to a music brief and select and apply musical skills in response to a music brief. They will present a final musical product in response to the music brief and know how to evaluate the creative process and outcome.
Students can choose to take one of two pathways for this component:
Performance / Composition / Production
How can parents help?
- Where possible encourage students to practise their musical instrument at home
- Encourage students to listen to a wide variety of music
- Encourage students to complete coursework/ homework tasks and revise subject specific terminology
- Encourage students to attend extra-curricular clubs to support their development
Music Development Plan
music development plan summary.pdf